Publication 2947

Fosnot C. T. (1993) Rethinking science education: A defense of Piagetian constructivism. Journal of Research in Science Teaching 30(9): 1189–1201. Fulltext at https://cepa.info/2947
O’Loughlin critiqued Piagetian constructivism and urged that science educators adopt a sociocultural constructivism in its place. The central thesis of this response is that Piaget’s revisions of his theory in the 10 years prior to his death offer a new model of equilibration that is contemporary and helpful as we rethink science education. Further, it is argued that decentering is an important human attribute – a necessary aspect of the scientific process. The sociocultural model is critiqued as nihilistic, culturally relative, and dangerous when placed in the context of real science classrooms.

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